The promise of the project to student-centered learning: Connections between elements, curricular design, and practices of project based learning

IF 4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Teaching and Teacher Education Pub Date : 2024-09-07 DOI:10.1016/j.tate.2024.104776
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Abstract

This paper examined connections between core Project-Based Learning (PBL) elements, curricular design features, and teacher enactment of PBL practices. Twenty-five teachers in underserved communities were interviewed, submitted videos, and provided curricular features of a PBL unit. Artifacts/Interviews were coded according to presence or absence of PBL elements, and videos were coded according to teachers' presence or absence of support. Presence of support was sub-coded as low- and high-support PBL practices. Results revealed that teachers’ design features related to PBL elements; however, design features mainly did not correlate to PBL high-support practices. Additional support may be needed in bridging the gap between PBL instructional designs and their effective realization in the classroom.

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项目对以学生为中心的学习的承诺:基于项目的学习的要素、课程设计和实践之间的联系
本文研究了基于项目的学习(PBL)的核心要素、课程设计特点和教师实施 PBL 实践之间的联系。对服务不足社区的 25 名教师进行了访谈,他们提交了视频,并提供了一个 PBL 单元的课程特点。根据是否存在 PBL 要素对人工制品/访谈进行编码,根据教师是否提供支持对视频进行编码。有无支持又分为低支持和高支持 PBL 实践。结果显示,教师的设计特点与 PBL 要素有关;然而,设计特点主要与 PBL 高支持实践无关。要缩小 PBL 教学设计与在课堂上有效实施之间的差距,可能还需要更多的支持。
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来源期刊
Teaching and Teacher Education
Teaching and Teacher Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.50
自引率
12.80%
发文量
294
审稿时长
86 days
期刊介绍: Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.
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